
Strategies implemented within the general
education setting.
Small groups and differentiation
 Team problem solving/consultation
 Examples of interventions available to general
education students:

 Basic skills instruction
 Freshman Academy

Intervention and Referral Team (I&RS) action plan
 School I&RS team composed of teachers, administrator,
guidance, and CST member.
 Any teacher or parent can refer a student to the I&RS
team for academic concerns
 I&RS team can develop an action plan that include
accommodations within the classroom
 As a team, can identify any school wide issues and
recommend action

Section 504



For general education students with a physical or
mental impairment that substantially limits access to
an appropriate education
Provides reasonable accommodations not modifications
to the curriculum
Based on Americans with Disabilities Act (ADA)
 “No otherwise qualified individual with a disability in
the United States… shall, solely by reason of his or her
disability, be excluded from the participation in, be
denied the benefits of, or be subjected to, discrimination
under any program or activity receiving federal
financial assistance.” 29 U.S.C. Sec. 794





Public schools
Private or charter
schools
Child care centers
Before and after school
programs
Municipal and
recreation programs


Prohibits discrimination
in employment,
education and public
accommodations.
Prohibits discrimination
by colleges and
universities that receive
federal financial
assistance.
A physical, or mental impairment which
substantially limits one or more major life activities:
Caring for oneself
Walking
Seeing
Speaking
Learning
Breathing
Sleeping
Standing
Lifting
Sitting
Reaching
Concentrating
Thinking
Communicating
Working
Helping
Eating
Bending
Operating Bodily Functions
Reading
Stooping
Procreating



Unable to perform a major life activity that
most people in the general population can
perform
Or
Significantly restricted as to the condition,
manner or duration under which an individual
can perform a particular major life activity as
compared to the condition, manner and
duration under which most people in the
general population can perform the same major
life activity.

Who decides?

504 team decides on eligibility and development of
plan
 A multi-disciplinary team of educators, counselors,
and/or related service professionals within the school.

Parent and medical documentation is considered
when making the determination.


An IEP does not follow your student to college!
Pre-Admission:




Contact student support services to see if your student qualifies
for a 504 plan for testing accommodations
Students may not be denied admission because they have a
disability. However, the college may have academic standards
that are a requirement for admission.
You have no obligation to inform a post secondary institution
that you have a disability.
Post Admission:


The student is responsible for obtaining documentation (recent
testing, IEP, 504 plan) and presenting to institution.
Post secondary institutions are NOT responsible for, and
generally will NOT pay for evaluations.

Covered by Individuals with Disabilities
Education Act (IDEA):


Provides accommodations and/or modifications for
individuals with disabilities wherein the disability
adversely affects the student's educational
performance and prevents to ensure Free
Appropriate Public Education (FAPE)
Parent or I&RS team can refer student for a Child
Study Team Evaluation. Require parent permission.

How is eligibility determined?




Must be found eligible under one of the categories as
specified by state code.
Disability must adversely affect student’s educational
performance
Student must be in need of special education or related
services.
IEPs:


Outlines programming and needed accommodations and
modifications within both general education and special
education classrooms.
Individualized goals

Accommodations



Support students with disabilities so they can access
general education
Does not “water down” curriculum or reduce
academic expectations.
Supports based on a students needs so the student
can do the same work and meet the same outcome
goals as their peers.

Examples of accommodations:
Presentation – repeating directions, reading aloud,
large print
 Response – using a different answer book, pointing
 Setting – testing in separate room, preferential
seating
 Timing – extended time, frequent breaks


Modifications to curriculum:
a change from the general curriculum in what is
taught or expected from the student.
 Based on an individuals needs
 Begins with the general education curriculum and
then is individualized for the student.


Examples of modifications:




Reduction of required homework or classwork
Alternative reading books.
Modified testing – reduced amount of material
covered, reduced amount of multiple choice answers
Modified grading – i.e. grading by pass/fail
Original Question:
Use a ruler to measure the length of your table in centimeters (cm):
___________________ length in cm
Modified Question:
Metric Rulers are fairly easy to read.
They deal with centimeters (cm) and millimeters (mm) only. You won’t have to
worry much about fractions. Take a look at the metric ruler above. The larger
lines with numbers are centimeters and the smallest lines are millimeters. Since
millimeters are 1/10 of a centimeter, if you measure 7 marks after a centimeter
it is 1.7 cm long.
Directions:
Use a ruler to measure the length of your lab table in centimeters (cm):
Length in centimeters (cm) =________________________________________


Modifications Made:
Copy of the ruler was added to the handout so that the student had a visual
aid.
Description of a metric ruler was given so that the student had an
understanding and a reference to go to while completing the assignment.
Original Question:
Add a drop of Brom thymol blue to cavity 2, 3, 4, & 6.
Modified Question:
Add a drop of Brom thymol blue to cavity 2.
Note information about the contents on the vials of
solution number 1-4 (formula). Record this information
in the appropriate spaces on the Data Chart.
Add a drop of Brom thymol blue to cavity 3.
Note information about the contents on the vials of
solution number 1-4 (formula). Record this information
in the appropriate spaces on the Data Chart.
Modifications Made:
The steps of the problem were broken down into 1 step
directions so that the students are not confused.
Original Question:
Use QASI to answer the following question from
The Pardoner’s Tale, The Wife of Bath:
Question: is direct and indirect characterization used in your story? How
is one of the main character(s) in your story depicted (give examples of
quotes from the reading)? Does your character evolve from the beginning
of the story to the end.
Modified Question: Original Question Plus:
Remember:
Direct Characterization- the writer makes direct statements about a character’s
personality and tells the reader what the character is like.
Indirect Characterization- the writer reveals information about a character and
his personality through the character’s thoughts, words, and actions, along with
how the other characters respond to him/her.
Question: is direct and indirect characterization used in your story? How is one
of the main character(s) in your story depicted (give examples of quotes from the
reading)? Does your character evolve from the beginning of the story to the end.
Modifications Made:
•Students were given the definitions of Direct and Indirect Characterization
•Students were given a QASI graphic organizer to complete (next slide)
Q (Restate the question in the form of a statement- answer the question: Is indirect and
direct characterization used in your story?)
______________________________________________________________________________
______________________________________________________________________________
A (Provide an answer to the question- what is your position?- do not use “I think” or “In my
opinion” – How is one of the main character(s) in your story depicted?)
______________________________________________________________________________
______________________________________________________________________________
S1 (Supporting details- give at least 2 quotes to support the position your taking- go back and
find these two quotes from the reading- INTRODUCE the quote and EXPLAIN what
the quote means.)
______________________________________________________________________________
______________________________________________________________________________
S2 (Supporting details- give at least 2 quotes to support the position your taking- go back and
find these two quotes from the reading- INTRODUCE the quote and EXPLAIN what
the quote means.)
______________________________________________________________________________
______________________________________________________________________________
I (Insight- this is where you give your opinion about the open-ended question…use ideas
from your personal life, your community, or from the news: Does your character evolve
from the beginning of the story to the end, and give examples of someone you know
that fits this description.)
______________________________________________________________________________
______________________________________________________________________________
Original Question:
Find the slope of the line that passes through the points (5, -2)
and (5, 8).You need to use the Slope Formula.
Modified Question:
 Find the slope of the line that passes through the points (1,2)
and (7,7). Use the Slope Formula: Y2-Y1
X2-X1
Example: (1,2) and (7,7) = 7-2 = 5
7-1 6
Modifications Made:
Add the Slope Formula and offer an example to the students
to remind them of the necessary steps.
Original Question:
Solve the equation for y.
-6x + y = 11
Modified Question:
Solve the equation for y. Remember the answer
will be in the format y =
-6x + y = 11
Modification Made:
Even though an example of how to solve the problem
was not given, the student is still reminded of the
proper format for the correct answer.
Original Question:
What is the cause of the troop surge?
Modified Question:
What is the cause of the troop surge?
A.
B.
C.
Resurgence (coming back of) the Taliban/Al-Qaida
The United States is now fighting with Pakistan
The United States is preparing for World War III
Modification Made:
By making this a multiple choice question, a
student who has difficulty with written
expression can still show that they know the
correct answer.
Gossip at the Salons



The newest literature, music, art, science and
philosophies were regularly discussed in
salons, informal social gatherings were
writers, artists and philosophies exchanged
ideas.
Modifications Made:
Gossip in the title gets the students’ attention
Note the change of color and size increase for
the vocabulary word and that the definition
follows it.

Try to give students information ahead of time,
especially the following:
Vocabulary lists
 Power Point handouts
 Required ORAL readings for class

 Put
all of your class notes, Power Point
presentations, homework assignments, and
class assignments on your teacher web page
in a timely manner.